Promoting Active Learning and Student Engagement in Two Different Graduate Courses for Veterinary and Animal Sciences: Cases From Mexico and Denmark

A preliminary exploration of the impact of experiential learning on animal science undergraduates’ perceptions of humane stunning and slaughter

“…One student even indicated that “being able to try [the captive bolt simulation] in a safe and comfortable environment” was one of the most valuable aspects of the laboratory activity. Several studies have highlighted that simulations (i.e., virtual learning experiences that simulate “real-life” situations or environments) are potentially effective modes of teaching students and are particularly useful for familiarizing students with new experiences while fostering a connection between lecture material and real-world practice ( Cleave-Hogg and Morgan, 2002 ; Seguino et al, 2014 ; Ruiz-Romero and Vargas-Bello-Pérez, 2022 ). Additionally, using simulations may increase student comfort with livestock slaughter and warrants further research into ways to engage students more fully in educational experiences.…”

“…A multitude of work has established that teaching strategies that facilitate active learning, (i.e., engaging in “hands-on” activities, discussions, writing, and presenting), are effective methods for increasing students’ understanding of the subject matter ( Zhang et al, 2020 ; Ruiz-Romero and Vargas-Bello-Pérez, 2022 ). Additionally, students who participate in active learning tend to perform higher on standardized exams than those who participate in passive learning ( Freeman et al, 2014 ; Deslauriers et al, 2019 ).…”

“…Due to the nature of experiential learning, there is also substantial discussion in this area about the benefits and importance of student-centered (as opposed to teacher-centered) learning opportunities in which the student drives the learning process and the teacher facilitates the experience ( Estes, 2004 ; Mascolo, 2009 ; Overby, 2011 ; Grover and Stovall, 2013 ). A variety of disciplines in higher education, including in the animal and veterinary sciences, have integrated experiential learning activities into existing curricula and have demonstrated student-oriented benefits such as improved critical thinking and problem-solving skills ( Reiling et al, 2003 ; Seguino et al, 2014 ; Ruiz-Romero and Vargas-Bello-Pérez, 2022 ). Despite the identified benefits associated with experiential learning, most courses at the collegiate level are still taught with traditional lecture-based methods ( Wurdinger and Allison, 2017 ; Ferree et al, 2022 ).…”

Exploring undergraduate students’ perceptions of food animal production and their sense of belonging in an introductory animal science course

“…Although the course has incorporated in-class demonstrations and some hands-on experiences in past iterations, in 2021, the course was redesigned to expand students' experiences with food animals and improve the overall student experience by incorporating an experiential learning component into the curriculum. Previous research conducted in animal science courses, although limited, has shown that hands-on learning experiences stimulate students' interest and understanding of the material being taught (Reiling et al, 2003;Ruiz-Romero and Vargas-Bello-Peŕez, 2022;Sullivan et al, 2022b) further highlighting the importance of integrating innovative teaching strategies that improve student experiences and outcomes into the animal science curriculum. During the first four weeks of ANEQ 101, dairy calves, purchased from a commercial dairy and raised at a CSU research facility, are used in a series of four hands-on laboratories in which students learn how to properly handle animals, assess animal health and welfare, administer vaccines and medications as necessary under veterinary supervision, and carry out routine management procedures including the castration and dehorning of the calves.…”

“…In the wake of changing student demographics and an ever growing and evolving food production industry, teaching and learning strategies in the animal sciences have rapidly evolved and advanced to meet the changing needs of both students and the industry (Taylor and Kauffman, 1983;Buchanan, 2008;Erickson et al, 2020a). One way that education in the animal sciences has evolved to cater to evolving student interests, backgrounds, and experiences is the adoption of experiential learning into the current animal science curriculum (McNeil et al, 2015;Erickson et al, 2019;Wells et al, 2019;Ruiz-Romero and Vargas-Bello-Peŕez, 2022;Sullivan et al, 2022b). Previous research has indicated that students are eager to engage in activities that promote active, hands-on learning in the classroom (Seguino et al, 2014;Lumpkin et al, 2015) and have higher interest and motivation during hands-on activities compared to lecture alone (Erickson et al, 2020b).…”